Lesson Plan
Rock Cycle Standards:
CLE 3260.1.3 Explain the rock cycle.
CFU 3260.1.7 Create a concept map depicting the rock cycle. Objective:
The learner will demonstrate a “Rock Cycle” by applying heat and pressure to gum and then by putting gum and “Pop Rocks” in their mouth.
The learner will observe all three categories of rocks at stations.
The learner will study the rock cycle to understand the relationship between the three types of rocks and the conditions needed to transform one type of rock into another.
The learner will draw a concept map of the rock cycle. Co-teaching:
The teaming approach will be used. Both general and special education teachers will share the instruction and demonstrations. Teachers will circulate around the room to monitor student activity throughout the class period. Set:
TTW take out a piece of bubble gum, hold it up and say “This represents a Sedimentary Rock.” I guess we should teacher A and teacher B
Put in your mouth and begin chewing it.
Ask students, “What am I doing? Think scientifically, “What am I doing to the gum.” (Leading questions: Is it cold inside my mouth? NO, so I am applying heat. YES! What is happening when my teeth come down on the gum? I am applying pressure. So is the gum being changed? Yes!)
TTW pull take the gum from mouth and place on a clean dish.
TTW open a packet of “Pop Rocks” and pour onto the gum. Fold them into the gum. Hold up gum and say this represents an Igneous Rock. Now, place the gum in your mouth and chew. Ask students: What am I doing? (Hopeful they will answer, applying heat and pressure. Here pressure is more intense to crush the “Pop Rocks” (crystals). Chew until all the “Pop Rocks” are mixed in as part of the gum. Pull out the gum and say this represents a Metamorphic Rock. Tell students I have just shown you the “Rock Cycle”.
TTW Ask students if they would like to try it. One teacher instructs and one teacher demonstrates Procedures:
TTW explain the three stations.
Station #1
TTW hand out one piece of bubble gum and one package of “Pop Rocks” for each student. Let students create their own “Rock Cycle.” Now hand out a form that has the diagram of the rock cycle. Read over the cycle with students.
Differentiated strategy: After creating their “Rock Cycle”, TSW be given a worksheet that contains pictures of the rock cycle and asked to match the picture with the passage, scaffolding when needed.
The students who function below grade level will be given a worksheet and asked to color the stages of the “Rock Cycle”, scaffolding if needed. (Terrie additions in light blue)
Station #2
TSW observe real examples of each rock category
Station #3
TSW go to the Moorland School earth science website. http://www.moorlandschool.co.uk/earth/
TSW select and read through the page on rocks. (Student will buddy read with students experiencing difficulty reading or reading below grade level).
TSW test their knowledge at the link at the bottom of the page called the rock test and then check their answers. (Student functioning below grade level will be administered a pre-printed test and asked to match, fill in the blank using a word box, or match pictures with clue words). Both teachers monitor groups of students Modeling:
TTW demonstrate the process of the rock cycle, using bubble gum and “Pop Rocks.”
TTW read through the rock cycle with students. Checking for Understanding:
TTW ask for input from the students.
TTW monitor students during rock exploration.
TTW monitor student participation on computer activity assessment
TTW review drawings of the rock cycle. Guided Practice:
TSW create their own rock cycle with gum and Pop Rocks.”
TTW circulate the room asking individual students asking questions.
TTW guide students toward the questions they need to be answering.
TTW observe during rock exploration and computer activity. Both teachers will circulate and monitor Independent Practice:
TSW demonstrate the rock cycle with bubble gum and “Pop Rocks.”
TSW observe all three categories of rocks at rock stations.
TSW complete the computer rock activity. Both teachers will circulate and monitor Closure:What do you think of letting the whole class do this together with both teachers---review ?? It would be necessary for both teacher to monitor especially the below grade level group since they will have an aternative assignment.
TSW draw a diagram of the rock cycle.
TSW share the diagram of the rock cycle.
(Students functioning below grade level will be given a worksheet and asked to cut, paste, and color a pre-printed diagram of the rock cycle) Materials:
Bubble Gum, “Pop Rocks”, Computers, Rock Cycle Diagram, Examples of Sedimentary, Igneous, and Metamorphic Rock Assessment:
TTW observe during rock cycle activity with bubble gum and “Pop Rocks.”
TTW observe during exploration of three types of rock.
TSW take assessment after computer activity on rocks. Technology Integration [associated with student learning]:
TSW use the computer to complete the online rock cycle activity and assessment. Both teachers will circulate, monitor, and record observation notes Accommodations and modifications Peer Tutoring, additional teacher modeling, read directions aloud (Implemented throughout lesson)
Reteach:
Geologist's Notebook: Three Rocks http://player.discoveryeducation.com/index.cfm?guidAssetId=E8C767A2-D298-403B-A215-CE78538A8469&blnFromSearch=1&productcode=US
Enrichment Activities:
The learner will create a power point of the rock cycle and share with class. (TSW will be paired in cooperate learning group to create power point). This sounds great to meest every learner and their learning ability
Rock Cycle
Standards:
CLE 3260.1.3 Explain the rock cycle.
CFU 3260.1.7 Create a concept map depicting the rock cycle.
Objective:
The learner will demonstrate a “Rock Cycle” by applying heat and pressure to gum and then by putting gum and “Pop Rocks” in their mouth.
The learner will observe all three categories of rocks at stations.
The learner will study the rock cycle to understand the relationship between the three types of rocks and the conditions needed to transform one type of rock into another.
The learner will draw a concept map of the rock cycle.
Co-teaching:
The teaming approach will be used. Both general and special education teachers will share the instruction and demonstrations. Teachers will circulate around the room to monitor student activity throughout the class period.
Set:
TTW take out a piece of bubble gum, hold it up and say “This represents a Sedimentary Rock.” I guess we should teacher A and teacher B
Put in your mouth and begin chewing it.
Ask students, “What am I doing? Think scientifically, “What am I doing to the gum.” (Leading questions: Is it cold inside my mouth? NO, so I am applying heat. YES! What is happening when my teeth come down on the gum? I am applying pressure. So is the gum being changed? Yes!)
TTW pull take the gum from mouth and place on a clean dish.
TTW open a packet of “Pop Rocks” and pour onto the gum. Fold them into the gum. Hold up gum and say this represents an Igneous Rock. Now, place the gum in your mouth and chew. Ask students: What am I doing? (Hopeful they will answer, applying heat and pressure. Here pressure is more intense to crush the “Pop Rocks” (crystals). Chew until all the “Pop Rocks” are mixed in as part of the gum. Pull out the gum and say this represents a Metamorphic Rock. Tell students I have just shown you the “Rock Cycle”.
TTW Ask students if they would like to try it.
One teacher instructs and one teacher demonstrates
Procedures:
TTW explain the three stations.
Station #1
TTW hand out one piece of bubble gum and one package of “Pop Rocks” for each student. Let students create their own “Rock Cycle.” Now hand out a form that has the diagram of the rock cycle. Read over the cycle with students.
Differentiated strategy: After creating their “Rock Cycle”, TSW be given a worksheet that contains pictures of the rock cycle and asked to match the picture with the passage, scaffolding when needed.
The students who function below grade level will be given a worksheet and asked to color the stages of the “Rock Cycle”, scaffolding if needed. (Terrie additions in light blue)
Station #2
TSW observe real examples of each rock category
Station #3
TSW go to the Moorland School earth science website. http://www.moorlandschool.co.uk/earth/
TSW select and read through the page on rocks. (Student will buddy read with students experiencing difficulty reading or reading below grade level).
TSW test their knowledge at the link at the bottom of the page called the rock test and then check their answers.
(Student functioning below grade level will be administered a pre-printed test and asked to match, fill in the blank using a word box, or match pictures with clue words).
Both teachers monitor groups of students
Modeling:
TTW demonstrate the process of the rock cycle, using bubble gum and “Pop Rocks.”
TTW read through the rock cycle with students.
Checking for Understanding:
TTW ask for input from the students.
TTW monitor students during rock exploration.
TTW monitor student participation on computer activity assessment
TTW review drawings of the rock cycle.
Guided Practice:
TSW create their own rock cycle with gum and Pop Rocks.”
TTW circulate the room asking individual students asking questions.
TTW guide students toward the questions they need to be answering.
TTW observe during rock exploration and computer activity.
Both teachers will circulate and monitor
Independent Practice:
TSW demonstrate the rock cycle with bubble gum and “Pop Rocks.”
TSW observe all three categories of rocks at rock stations.
TSW complete the computer rock activity.
Both teachers will circulate and monitor
Closure: What do you think of letting the whole class do this together with both teachers---review ?? It would be necessary for both teacher to monitor especially the below grade level group since they will have an aternative assignment.
TSW draw a diagram of the rock cycle.
TSW share the diagram of the rock cycle.
(Students functioning below grade level will be given a worksheet and asked to cut, paste, and color a pre-printed diagram of the rock cycle)
Materials:
Bubble Gum, “Pop Rocks”, Computers, Rock Cycle Diagram, Examples of Sedimentary, Igneous, and Metamorphic Rock
Assessment:
TTW observe during rock cycle activity with bubble gum and “Pop Rocks.”
TTW observe during exploration of three types of rock.
TSW take assessment after computer activity on rocks.
Technology Integration [associated with student learning]:
TSW use the computer to complete the online rock cycle activity and assessment.
Both teachers will circulate, monitor, and record observation notes
Accommodations and modifications
Peer Tutoring, additional teacher modeling, read directions aloud
(Implemented throughout lesson)
Reteach:
Geologist's Notebook: Three Rocks
http://player.discoveryeducation.com/index.cfm?guidAssetId=E8C767A2-D298-403B-A215-CE78538A8469&blnFromSearch=1&productcode=US
The Rock Cycle
http://player.discoveryeducation.com/index.cfm?guidAssetId=B8D99372-4B13-4F5C-BD2A-1474B94464D2&blnFromSearch=1&productcode=US
Enrichment Activities:
The learner will create a power point of the rock cycle and share with class.
(TSW will be paired in cooperate learning group to create power point). This sounds great to meest every learner and their learning ability